Método Montessori para el alumnado con TDAH
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2022-11-28
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(ES) El TDAH es considerado uno de los trastornos más diagnosticados en la infancia, sin embargo, la formación
del profesorado es insuficiente. Mediante este trabajo se pretende informar sobre la necesidad de conocer
más medidas para tratar este trastorno.
En este TFG, se desarrolla el Método Montessori para el alumnado con TDAH, el cual se ha visto que es
muy beneficioso en este tipo de alumnado. Mediante este método se trabaja según los ritmos de cada
alumno, evitando la competitividad y el sentimiento de inferioridad. Así como la consecución de un mayor
grado de autonomía en estos alumnos.
A continuación, se presentan una serie de actividades fundadas en este método, dónde se lleva a cabo un
trabajo tanto individual como cooperativo. Con el fin de lograr la inclusión e igualdad de oportunidades
del alumnado con TDAH en el ámbito educativo.
(EN) ADHD is considered one of the most diagnosed disorders in childhood, however, teacher training is insufficient. The aim of this work is to inform about the need to know more measures to treat this disorder. In this dissertation, the Montessori Method is developed for students with ADHD, which has been found to be very beneficial for this type of student. Through this method, work is done according to the pace of each student, avoiding competitiveness and feelings of inferiority. As well as achieving a greater degree of autonomy in these students. Below, we present a series of activities based on this method, where both individual and cooperative work is carried out. In order to achieve inclusion and equal opportunities for students with ADHD in the educational environment.
(EN) ADHD is considered one of the most diagnosed disorders in childhood, however, teacher training is insufficient. The aim of this work is to inform about the need to know more measures to treat this disorder. In this dissertation, the Montessori Method is developed for students with ADHD, which has been found to be very beneficial for this type of student. Through this method, work is done according to the pace of each student, avoiding competitiveness and feelings of inferiority. As well as achieving a greater degree of autonomy in these students. Below, we present a series of activities based on this method, where both individual and cooperative work is carried out. In order to achieve inclusion and equal opportunities for students with ADHD in the educational environment.
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